Hi there, I'm Mr. Buckingham and it's so nice to see you here for today's lesson.

Today we're going to write the second half of our journalistic report based on the events and the resolution of "When the Sky Falls." I think we're gonna do some fantastic writing today.

So let's get going.

Today's session is called writing the second half of a journalistic report based on "When the Sky Falls" and it comes from a unit called "When the Sky Falls", Narrative and Journalistic Writing." By the end of today's lesson, you'll have written the final main paragraph and conclusion of a journalistic report about the events in the resolution of "When the Sky Falls" and you will need to have access to your plan that you've written in previous lessons in order to do this lesson.

If you've got that with you, let's begin.

Here are our keywords for today's lesson.

And here's our lesson outline.

We're going to start out by writing the third and final main paragraph and then we'll write the conclusion of our journalistic report.

So as you know, we've written the introduction and the first two main paragraphs of our journalistic report and today we're going to write about Joseph's perspective in the final main paragraph.

So here we're going to introduce Joseph to explain his connection to the events, using of course a formal tone.

We're going to show Joseph's views using direct speech and reported speech, and we're going to include any other relevant factual information that helps us to understand the events that happened in the zoo in the resolution of "When the Sky Falls." So which sentence here uses a formal tone that's appropriate for a journalistic report.

Pause the video and have a think.

Well done, good job.

Hopefully you spotted that it's B.

If you look at A, we can say it says, "Joseph who works at the zoo said he'd gone to the zoo to look after things." So "look after things" is a bit informal and then "he'd" is a contraction, which we wouldn't use when we are writing as the journalist.

We might use it in direct speech, but we're writing as the journalist here, so we won't use contractions if we're writing formally.

If you look at C, it says, "A boy who works there told me he had gone there to protect people from the gorilla." So "told me" is in the first person, isn't it, which we're not going to use in our writing today.

And then B says, "Joseph Palmer, who works in the zoo in the evenings, explained why he had attended the zoo last night." We've got serious factual language and we've used the third person, "why he had attended." Pretty well done if you spotted that one.

So here's an example of the notes you might have made for the main paragraph about Joseph Palmer.

Our third and final main paragraph.

We're introducing the person explaining their connection to the events.

We've got a note for direct speech and some notes for reported speech.

And of course we can switch all of those around.

We can change direct speech to reported speech.

We don't have to stick to the notes we have in our plan.

But just to refresh your memory, talk through your notes for this section with your partner.

Have you explained clearly how Joseph was involved? So pause the video and chat through your notes from your plan for this section with your partner.

Have a go.

Well done, really good job.

So let's have a look at these notes now.

We've said that we need to include an introduction to the person and direct or reported speech, but we also need to include relevant factual information that's going to help our readers understand what was going on.

So what additional factual information, not included in my notes here, could we give about Joseph and his experiences at the zoo? Pause the video and have a careful think.

Well done, here are some ideas.

Maybe you could say that he's living with Mrs. Farrelly.

That's relevant, isn't it, because she's the owner of the zoo and she was the subject of the previous paragraph.

We could say that he attempted to save the gorilla by standing in the line of fire.

Now you might have mentioned that previously, in your paragraph from the air raid warden's perspective, but you might not have done.

So that might be something to include as well.

You might say that he was lucky to escape from the wolf or he might say that he was lucky to escape from the wolf in his reported or his direct speech.

And you might say that he works in the zoo after school and that his jobs involve sourcing food and cleaning the enclosures.

All of those will be relevant pieces of factual information that our reader might want to know to understand why was Joseph there? What's his connection to this zoo in the first place? So we're of course going to use a range of cohesive devices throughout our report to connect our ideas together.

Here are some ideas for how you could do that.

You could use a relative complex sentence.

You could say, "Joseph Palmer, who works in the zoo and is currently residing or living with Mrs. Farrelly, was closely involved in the incident at the zoo." You could use a colon to introduce an explanation.

I've said, "Palmer explained that he'd come to the zoo to protect the community: He wanted to ensure that the gorilla did not escape in the event of the zoo being hit." It's really important for our readership to understand why Joseph went to the zoo.

So that would be a really good way of doing that.

And we can also use parenthesis and an adverbial complex sentence.

I've got, "Joseph, a native of Yorkshire," that's my parenthesis in commas, "is staying with Mrs. Farrelly while he is in the city." So I've got an adverbial complex sentence there as well.

So using parenthesis in commas is a great way of adding little bits of extra detail about people and things.

So which cohesive devices can be seen in each of these examples.

You might be able to spot more than one.

Pause the video and have a look.

Well done, really good thinking.

In this first one we can see a compound sentence, can't we, using "but." In B we can see we've got a semicolon there to connect two closely related sentences.

And then we've got "however," as a formal fronted adverbial at the start of that second one.

Then in C we've got some direct speech of course, but we've also got that colon to explain.

We've got, "He was so gentle:" And then we've got the explanation for why Adonis was being gentle, after the colon.

Really well done if you spotted those cohesive devices.

So let's do the first part of our first task for this lesson.

We're going to orally rehearse this paragraph about Joseph's perspective.

So remember, direct speech has to follow the rules for using inverted commas.

Now you won't see those when you're orally rehearsing, but you want to bear that in mind as you speak.

And of course, reported speech instead will say things like, "explain that," "said that" or "argue that." And of course you can add extra details to what's in your plan.

You might want to try and include some of those relevant factual pieces of information that we discussed.

So try to say aloud this paragraph, using your notes and using cohesive devices that we've discussed to create a paragraph that sounds appropriately formal for a journalistic report.

Pause the video and have a go at saying that paragraph aloud.

Well done, great effort.

Here's an example of what you might have said.

"Joseph Palmer, the 12-year-old saved from the wolf by the warden's quick actions, was closely involved in the incident.

He had come to the zoo in order to guard the gorilla.

"I knew that if he escaped, it would be a disaster," he explained.

"but I was knocked unconscious before I could do anything." Palmer explained that he was grateful to the wardens who saved him.

However, he was also deeply distressed by the gorilla's death.

"Adonis was so special, it's hard to explain.

He just wanted to look after me," Palmer added.

The boy, who works in the zoo after school, is being looked after by Mrs. Farrelly, who is his guardian during his time in London." Now yours might not sound quite like that just yet 'cause I had lots of time to think about my sentence structures and cohesive devices as I wrote them down.

Now hopefully though, you've got some good ideas in your head about what you'd like to say.

And when you come to write in a moment, you'll be able to use that oral rehearsal to feed into your writing when you have more time to add in all those cohesive devices.

So let's have a go at writing this third main paragraph.

Now this success criteria is going to cover both this main paragraph and the conclusion.

So let's have a look at what it says.

It says, I've used a formal tone and the third person, I've used a range of these devices to connect ideas and I've used direct and reported speech.

And that fourth one is only going to come up in our conclusion, in the second part of our lesson.

So don't worry about that one for now.

And of course you can tick these off as you write.

So have a go at writing this main paragraph now.

Use your success criteria below and your plan of course, and think carefully about how you're going to use cohesive devices to connect these ideas together.

And remember, it's okay to change both your plan and your oral rehearsal.

Make sure you checked out your sentences once you've written them to ensure they're accurate.

Pause the video and have a go at writing this paragraph.

Well done, great effort.

Here's an example of what you might have written for this paragraph.

I've written, "Joseph Palmer, who works at the zoo after school, was saved from the wolf by the wardens.

He had attended the zoo to guard the gorilla, but he was knocked unconscious by the bombing.

"I'm grateful to the wardens for saving me," Palmer said, "but I wish Adonis hadn't had to die this way." Palmer explained that the gorilla had not tried to escape.

Instead, he had stood guard over him when he was injured.

"He was just very special and I can't believe he's gone," he added." So we've definitely got that formal tone and third person.

We've got a range of cohesive devices, like a relative complex sentence, a compound sentence with a semicolon.

We've got both direct and reported speech.

We can see we've used inverted commas and we've said, "explained that" here for the reported speech.

And we haven't used the features of a conclusion because of course, this was our third main paragraph.

Really well done for managing to meet all those success criteria as well.

Great job.

So now we're ready to write our conclusion.

So our final paragraph of course is the conclusion and it's going to include several important features.

It's going to have the most up-to-date details about the events.

It's going to have the official perspective from the council spokesperson, and information about what will happen next.

And of course we're going to continue to use those cohesive devices and that formal tone.

And we'll still use reported and direct speech to give that official perspective from the council spokesperson.

So here's an example of the notes you might have made for the conclusion.

We've got the most up-to-date information, we've got an introduction to the person, we've got direct and reported speech notes and we've got information about what will happen next.

So have a look back at your notes for the conclusion and talk through your notes with this partner.

Is any information missing and are you happy with the information you've chosen? Pause the video and chat through your notes with your partner or have a think on your own.

Well done, good job.

So thinking about those notes you've just had a look at, which of these sentences look like they belong in our conclusion? Pause the video and think carefully.

Well done, good thinking.

So A says the gorilla was shot last night in North London Zoo.

Well that sounds like it belongs in our introduction, not our conclusion.

B says Beatrice Blake is the council spokesperson and she says that the council was certain the right decision was made.

that sounds like it belongs there.

C sounds like she's giving her opinion again and telling us what she thinks in direct speech.

So yes, that belongs here.

And then D is telling us about the future, isn't it? Saying the zoo will remain closed.

So again, that would belong in our conclusion.

So we've got lots of information here which we could include in our conclusion, telling us about up-to-date information, the council's perspective and what will happen in the future.

So let's orally rehearse our conclusion, using our plans just as we did before.

Remember we're going to say aloud the sentences we want to write and we're going to try and connect ideas together, using those cohesive devices we've discussed.

And of course we're going to try and use a formal tone that's appropriate for our text.

So pause the video and use either your own notes or my ones if you need to, to orally rehearse your conclusion.

What is it you want to say and how are you going to try and connect these ideas together? Pause the video and have a go.

Well done, great job.

Now here's an example of what you might have said.

Remembering I had lots of time to write this down and use lots of cohesive devices.

You might not have been able to do that just yet, but I'm sure you'll be able to when you come to write in a moment.

Here's an example.

"It is understood that steps have now been taken to secure any animals still remaining at the zoo and there is no danger to the public." So that is the most up-to-date information.

Then I got the official perspective.

"The local council, which had planned to execute the gorilla in the coming days for public safety, has also responded to the incident.

Beatrice Blake, a spokesperson, said that she understood the shooting at the zoo may be upsetting, but the right decision was made by the wardens.

"We were also sorry to hear about the damage to the zoo's buildings.

We will be happy to help Mrs. Farrelly to rebuild when the time comes," she added.

The zoo will remain closed for the foreseeable future.

However, it welcomes any donations from the public to support the animals through the remainder of the war." So we've used all those features of the conclusion.

We've also used our cohesive devices and our reported and direct speech as we did in our main paragraph.

So we're ready to write the conclusion and we're going to continue with the same success criteria that we looked at earlier.

But of course now we can include the last one which says, "I've written a conclusion that gives the most up-to-date information, the official perspective and looks to the future." So we're going to try and focus on that one whilst also still doing the other three as well.

So now I'm going to show you how to write this section.

Okay, so we're gonna start our conclusion by giving the most up-to-date information.

So we know that those animals have been secured, don't we? So I think I'm gonna start with a phrase we often see in journalistic reports, which is, "it is understood that." So that's where the journalist is kind of saying this is what we believe to be the case.

So I'm going to say, "It is understood that-" what's happened to the animals.

Yeah, well done.

And you can say that, "all remaining-," it's the escaped animals we're worried about, isn't it? So, "all remaining escaped animals-" What's happened to them? Yeah, at the zoo, that's a good idea.

Yeah, let's say where they are.

So, "at the zoo-" And what's happened to them there? Yeah, they've now been, we could say "put away," but I think it's more formal to say, and we're aiming for a formal tone, let's say, "have now been secured." Okay, so we've already done the first important part of our conclusion, which is to say that most up-to-date information.

Now we're gonna introduce our official perspective, which is Beatrice Blake from the council.

So let's start off by giving her name and then we need to give a little bit of detail about who she is.

And I think I'm going to do this in a piece of parenthesis, in brackets.

So who is she? Yeah, she's a council spokesperson.

So I'm going to put that in my parenthesis, in brackets.

So then straightaway and very easily, my reader knows exactly who she is.

And then I think I'm going to do some reported speech.

So she wants to say that she's sorry to hear about this damage and that they were happy to rebuild the zoo.

So, "Beatrice Blake, a council spokesperson said that the council was sorry to hear-" Sorry to hear what? Yeah, well done.

"Sorry to hear about the damage to the zoo and-" We could do "and" couldn't we? Or we could maybe put a semicolon and we could add in the extra piece of information, which is "the council is happy to help with the rebuilding." So we could say, "she added that-" So there's another piece of reported speech.

"the council would be happy to help rebuild the zoo." Or we could be a bit more specific, couldn't we? It's not the whole zoo that needs rebuilding, is it? It's those buildings which have been damaged by the fire and by the explosion.

So we could say, "rebuild the damaged-" Yeah, "the damaged buildings" would be good, wouldn't it? Okay, let's read back that sentence because it's quite a long one.

Let's just check it all makes sense.

"Beatrice Blake, a council spokesperson, said that the council was sorry to hear about the damage to the zoo; She added that the council will be happy to help rebuild the damaged buildings." Okay, we've done our reported speech and we've given that official perspective from the council.

So now we need to give a little bit of direct speech, don't we, from this council spokesperson.

So she's going to give the official position now about the death of Adonis.

So I think she wants to say they know that that's upsetting, but they think it was the right decision.

Now I used "but" there in the middle of a compound sentence.

So I could actually split that speech in two and do some speech interrupted.

And I could split it at that point where I use the "but" because normally we'd have a comma wouldn't we, before "but." So that comma tells me that's a good place to split my speech.

So I'm going to open my inverted commas and I'm going to say, "We know that the death of the gorilla is upsetting," and that's where we'd say comma, "but" if we were writing just a normal sentence.

So here I'm going to do comma, and then close my speech, and then I'm gonna do my reporting clause here.

"she explained," and then I'm going to open my inverted commas and I'll do the "but," "but the right decision was made." Okay, let's check that back because we got a lot of punctuation going on when we use speech interrupted.

I've got a full stop and then I'll close my inverted commas.

"We know that the death of the gorilla is upsetting," she explained, "but the right decision was made." Ah, I bet you spotted- At the end of our reporting clause here we need a comma to show that we haven't finished the sentence here.

We're about to continue with our direct speech.

Okay, so now I've got our direct speech.

The last thing to include is our look to the future, isn't it? So we need to say what's going to happen next.

So we know the zoo's going to remain closed, that's one thing.

And we know that they want donations, don't we? So I think we can combine those using a cohesive device into one sentence.

I think I could use a relative clause here.

I'm going to say, "The zoo, which-" something, Something, what could it be? Yeah, you're right.

We could say, "The zoo, which will remain closed-" For how long? Yeah, probably till the end of the war.

Or we could say "for," yeah, that's a nice way of doing it, "for the foreseeable future." Because they don't know, of course, when the war's going to end at this point do they? So, "The zoo which will remain closed for the foreseeable future, welcomes any donations." From who? Well yeah, from anyone.

But we could say, "from the public" couldn't we? Or, "the general public." Okay, let's check that sentence back.

"The zoo, which will remain closed for the foreseeable future, welcomes any donations from the general public." Ah, you're right after the end of the relative clause, I need that comma there and that shows us we could remove that relative clause and the rest of the sentence would make sense.

It would say, "The zoo welcomes any donations from the general public." Okay, let's read it aloud to check we've got it right.

"It is understood that all remaining escaped animals at the zoo have now been secured." So we've given the most up-to-date information.

"Beatrice Blake, a council spokesperson, said that the council was sorry to hear about the damage to the zoo.

She added that the council will be happy to help rebuild the damaged buildings.

"We know that the death of the gorilla is upsetting," she explained, "but the right decision was made." There's our official perspective.

And then, "The zoo, which will remain closed for the foreseeable future, welcomes any donations from the general public." And that's the looking to the future.

So let's just check our other success criteria.

We have used a formal tone in the third person.

We've got a range of cohesive devices, like our brackets and parenthesis.

We've got a semicolon here to connect two closely related sentences.

And we have the compound sentence here, in the middle of our speech.

And we've got our relative clause here.

We've definitely got both direct and reported speech.

I have "said that" and "added that" as well.

And we've done our features of a conclusion.

You've seen me have a go.

Now it's your turn to write this paragraph using your own notes.

Remember to say or think each sentence before you write, trying to use those cohesive devices where appropriate.

Write the sentence, taking care with your spelling, and then read it back to check it.

So pause the video and have a go at writing your conclusion.

Well done, great effort.

So here's an example of what you might have written for this paragraph.

I've said, "Steps have now been taken by the zoo to secure any remaining animals." So that is my up-to-date information.

Then I've said, "Beatrice Blake, the council spokesperson, said that the council was sorry to hear about the damage inflicted on the zoo; she said it would work with Mrs. Farrelly to rebuild in the future.

"We understand some people will be upset by Adonis' death," she added, "but it had to be done." So that's the council's perspective.

And then I finished by saying, "Although the zoo will remain closed until the end of the war, it welcomes any support from the public at this difficult time." So that is looking to the future.

So I've got my formal tone and I've got my range of cohesive devices, for instance, some parenthesis and commas here, a semi-colon, a compound sentence within speech, and then an adverbial complex sentence with "although." I've got both direct and reported speech, I've got "said that" and I've got "she added," inside my direct speech and I've got the features of my conclusion that we've already discussed.

And you can see those here.

Really well done for managing to meet those features of the success criteria as well.

Great job.

So let's summarise our learning in this lesson.

We've said that when we write a journalistic report, we use a formal tone and the third person, and we've seen that we use a mixture of tenses.

We use a range of cohesive devices throughout the report to connect ideas including different sentence types and a range of punctuation.

And we include both factual information and individuals' perspectives.

And we've seen that when we're giving those perspectives, we use inverted commas to show direct speech and we use words like "stated that" and "explained that" to show reported speech.

So you've now completed your first draught of an entire journalistic report based on the events and the resolution of "When the Sky Falls." I hope you're really pleased with the writing that you've produced and I'd love to see you again in the next lesson to have a go at editing it, to make it even better.

I'll see you then, goodbye.